Developing a cognitive theory from student teachers' post-lesson reflective dialogues on secondary school mathematics
This article describes phases of post-lesson reflective dialogues that were enacted by secondary school mathematics student teachers with their peers. Five pairs of student teachers on 12 weeks of teaching practice provided data through lesson assessments, post-lesson reflectivedialogues, and end-of...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Education Association of South Africa
2011-01-01
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| Series: | South African Journal of Education |
| Subjects: | |
| Online Access: | http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002011000100011 |